Memorable teachers have a rationale or teaching philosophy that guides them to develop a learning environment that has a lasting impact on many of their students. The characteristics of such a learning environment could take years to refine in the face of many obstacles and negative pressures. Your guiding vision is an essential beacon for growing as a teacher!
How does a teacher develop a durable vision of his or her teaching. You were asked to reflect on what inspired you to teach and begin working on this vision in the first weeks of EDC 430. After observing your CT's classes, you were asked to refine this vision again at the end of the Fall semester. Now that you are a more experienced classroom teacher and are preparing to compete for a science teaching position, it is a good time to reflect on your observations and experiences that occurred over the year and refine and clarify your vision by considering these questions:
What kind of teacher do you want to be? What kind of teacher do you NOT want to be?
What lasting impact do you want have on each of your students?
What are you going to strive to accomplish in your upcoming teaching position?
How will your learning environment express your beliefs about teaching?
I want to be a teacher that is continually committed to change and improvement. To often I see teachers become stagnant and refuse to change. I don't want to be that teacher. I want to keep abreast of new technologies and incorporate the new strategies into my lessons. The lasting impact I want to have on my students is to have them seek out new science information and be inspired to think of meaningful questions. As a new teacher in a new job I would love to be able to stay organized and ahead of the game. If I could plan ahead with my lessons it would allow me flexibility to make adjustments on short notice and reflect on my teaching. I would love to convey learning environment that is supportive and nurturing. I also want to project an environment of success and hardwork. Hard work is the key to success and i want students to know that if they work hard and try they will see results.
To prepare for this task, I have assembled some of your writings and observations along with your current teaching rationale. After considering these past writings, you can refine your rationale by clicking on the little "edit" button on the right side of the last section at the bottom of this page. If it is no longer applicable, you may choose to delete or update your iBrainstorm graphic if it is still at the bottom of your rationale statement.
Teaching Inspiration
During my last semester in college, I got an internship at the Paul Cuffee School in Providence Rhode Island. The teacher was going to start a global warming unit and need help designing the unit and implementing it. It was for an 8th grade science class. I had just come out of three and a half years of power point and lectures at the university level and I found in super challenging to relate to 8th graders.I also forgot that there are other ways to learn besides power point presentation. Also, I had zero educational training in designing lesson plans nor did I know anything about an 8th grade curriculum. I basically had a crash course in student teaching in at an urban charter school. This was nothing like I had ever experienced before. Fortunately, my cooperating teacher was amazing. She taught be about the backwards design and about aligning the content to the standards. She taught me about differentiation and how to handle an urban population. I was in awe and I was inspired. I spent every minute I could at the school. I went to the professional developments, student lead conferences, field trips. I even stayed on after I graduated. I loved the charter school. I know in this education program, they don't push charter schools, but it was incredible. They were implementing all of the new techniques and pedagogical theories. The teachers and administrators were supportive of one another and there was a lot of communication. After finishing that internship, I took a year off from college worked in the lab and applied to the education program, so that I could become a teacher. During my year off, I went back in a volunteered again with the global warming unit. While I have yet to fall in love with another school like the Paul Cuffee School, I am still inspired to teach and to help urban youth. I know currently they are implementing a high school and it would be my ultimate goal to get a job there.
CT's Teaching Style
Prompt
Observe a laboratory activity or base your answer on past visits. How does your CT conduct a typical laboratory activity? How does he or she open the activity and organize student groups? How do students learn what they're expected to do during the period?
Reflect on your reading about inquiry and your experience with the NECAP inquiry task. How did the laboratory activity you observe prepare students for the type of activities that might show up on the NECAP in the future? What inquiry elements would you strengthen? What science practices do you want to stress when you're teaching?
Observe
The students in my class sit at lab tables instead of desks. Each table has four to five students. At each table, the students have a lab partner. This is the person they are assigned to do labs with. This is convenient because the students do not have to move to get in groups or pairs. To open the lab, my CT asks the students to about what they have been studying. Then, my CT asks them a few questions about photosynthesis, respiration and how that relates to aquatic plants. Next, she passes out the laboratory worksheet and goes over it. This is the worksheet the students will need to complete while doing the lab activity. Today’s lab activity is setting up the aquatic eco-columns. The students have to set up the columns and make detailed observations and write them down on the worksheet. The students will then go back and make a second set of observations in one week to see if anything has changed. To start a lab activity, the CT has the instructions for the lab posted on the front board on large poster size sticky notes. The CT goes over the directions out loud with the students making sure everyone understands what they are doing. My CT has previously set up stations for materials the students will need to come get. Once the directions are finished, the students are allowed to begin the experiment.
Reflect
The students loved this activity. The thing they loved most about it, was naming their fish. It was hilarious. While the activity was engaging and fun, it was not a great example of an inquiry-based lesson. The students followed a strict prescribed set of directions. Also, the worksheet they had was simple and only asked the students to draw and make observations. These are important skill that students should learn, but there were no questions connecting the lab to photosynthesis or respiration or food webs. This lab was not a good example of an inquiry type activity that may show up on the NECAP. If the students were asked to interpret or explain something, then it would have been better practice. This lab could have been strengthened, if the student had made quantitative measurements for their fish and plants. Then, if the students had to check those measurements over the course of the unit, they could make graphs and interpret data. Overall, I think there are many ways to incorporate the collection and interpretation of data in this type of experiment.
CT's Classroom Management
Prompt In this observation, pay attention to how your teacher manages his or her classroom. What types of disruptions, if any, occur while you're visiting? How do they set the class in motion? How do they deal with interruptions (from the outside) and disruptions (from their students)? Determine whether there are students in the classes that you will teach that are especially troublesome. Ask your CT how he or she addresses these students' needs. Reflect on your "vision" of an ideal science classroom. What classroom policies will you try to implement in YOUR classroom? How does your vision align with your teaching philosophy?
Observation When visiting my classroom, I rarely notice any major disruptions. Many of the disruptions that occur are from the students with documented ADHD. They act out or shout out when they are supposed to raise their hand. The teacher usually addresses these types of disruptions when they occur. My CT usually redirects the student or if the disruption keeps happening she has them take a movement break. During a movement break, the student is allowed to take one lap around the pod hallway. The shouting out disruptions or interruptions mainly occur when the teacher is trying to have a class discussion. These students want to participate, but have a hard time doing so in an appropriate manner. One day, the power went out in the entire building. The students had a very hard time staying on task. The teacher recognized this and eased up on the lesson. She talked to the kids about what was happening and told them not to worry. Then she tried to get them back on task as best she could and continued with the lesson.
Reflection It is hard to maintain control during a disruptive event. I was impressed by the way my CT handled the power outage. She calmly addressed the issue, but did not make a big production out of it. I think it was important to talk to the students about what was going on because if she had just tried to ignore it that would not have worked. I think it is important as a teacher to project calmness and be rational even when you are not sure what is going on. As for the disruptions due to students acting out, I think my CT does an excellent job in handling the students. Usually, a redirection is all the student needs. I have also seen my CT pull a student out into the hallway for a conference. Although, she only does this if the students are busy working in groups. She would not stop a class or lecture for a hallway conference. I agree with this mode of discipline. My CT has also done an excellent job of pointing out who may be the problem students when it comes to student teaching. She advises to tell the student to "stop" or “ now is not the time” as a response for misbehaving students. Also, if students shout out answers or are disruptive during a lecture she told me to tell them, “if you have response please raise your hand.” If the disruption keeps occurring, my CT advises having the student take a walk around the pod for a movement break. This is a last resort option. I like and respect my CT’s management style. I will continue to use it when I have a classroom of my own.
Game of School Reflection
Prompt
In The Passionate Teacher, Ron Fried describes the Game of School (GOS) as what happens when teachers and students forsake intellectual work and instead engage in their classes as rituals. Take this opportunity to consider this chapter in light of some of the other experiences that you've had this semester. What elements of the game of school are you seeing in your placements? How have you seen teachers fight the game of school in their classes? What similarities, if any, did you see between the descriptions of American classes in the Teaching Gap and the Game of School? Finally, what impact will this description of the GOS have on your own approach to teaching as expressed in your teaching philosophy?
Observe: In my placements I have seen the game of school practiced often. First, at least 2 times I have observed my students watching movies. One related to the content, the other just for fun. It was bribe. If the students worked hard on their test, they were rewarded with a movie. Another game of school move I have seen is students doing worksheets and answering questions out the chapter review as the main way to learn content. Also, I often see the advisory period used mainly as a study hall/ chat with your neighbor time. Also, my CT told me that Fridays weren't good days to observe because " I won't see any great pedagogical techniques being used", code for friday I don't teach. I don’t really see my CT fighting hard again the game of school. Sometimes, my CT plans really cool demonstrations that engage the student. This really works to grab the students’ attention.
Reflect: Observing the game of school in action makes me see how bored and disinterested the students are in the subject. When I see the game of school approach, my mind immediately leaps to what I would do differently in this situation. It has also made me realize that it takes much more hard work to make biology as a subject fun and really engaging during the beginning months where there is a lot memorization. I can see why many teachers just stick to the text and try to push through it. It is hard to make learning the parts of a cell, relevant to teenagers’ lives. I realize that if you really want to make learning meaningful and fun you need to work extra hard. Also, I’ve realized it hard for teachers to realize when they are getting burnt out. It takes a unique and reflective individual to realize when they need to switch it up or make a change.
Rules of Engagement
What are some of the rules you will try when you are a teacher full time?
I like the idea of posting intrinsic motivation rules. I think rules that remind the students to keep at it and to strusink oKay. I also think basic ground rules are a good thing to go over at the start of the year and periodically through out the semesters.
How do you react to the definitions and guidelines for engaging students?
I like the definitions and popped lines for engaging students. Unfortunately, I don't think it is possible to always have the most engaging lessons with standardized testing monopolizing the direction of the lessons
What strategies are you using to engage your students? To disengage your students?
Im using lots ofvideo clips and relatable material. To disengage, I lecture at the students. I try to make the lectures as engaging as possible, but I think sometimes I fall short. Hopefully, overtime I hope to improve in this area
You make some interesting point about the possibility of using rules to foster intrinsic motivation. How would you do this? What other common teaching practices would you change to align your teaching with the (generally unusual) goal of fostering intrinsic motivation? What characteristics of standardized testing to you see as being inconsistent with engaging your students? If you are "covering" and students aren't engaged in learning activities (e.g. they are just taking notes), then how is this preparing Ss for the tests? What types of activities do you use to engage your students using videos? What does this engagement look like. (Sidenote: Please develop the habit of correcting your typos.) - fogleman
Revise YOUR TEACHING RATIONALE BY CLICKING ON THE EDIT BUTTON BELOW
As a teacher, I believe it is important for students and parents to know what type of learning environment they will experience. In my classroom, creativity, compassion, and respect are emphasized. Moreover, students are empowered to become life-long learners, and productive members of society.
As the classroom teacher, I will ensure students are supported and encouraged to develop as individuals. Students are going through a critical developmental stage while they transition through grades six to twelve. Therefore, part of being a teacher is to allow students to express themselves in a way that is unique to them. In my science classroom, students will have the opportunity to develop their own research projects, and creatively figure out solutions to the problems they encounter. I will show students how to think “outside the box” and encouraged them to look at the world through a new scientific lens.
In most cases new and unhinged ideas are often quieted and discouraged. In my classroom, this will not be the case. As the classroom teacher, will foster a safe learning environment free of discrimination for all students. Student’s opinions, beliefs, and ideas will be challenged in a respectful and safe manner free. Students will be required to participate in debates and other written or oral banter. Students are encouraged to look at their own opinions, beliefs, and ideas critically. Students will also be encouraged to factually support and defend all statements.
Additionally, as the classroom teacher, I will encourage students to participate as active members of the community and a democratic society. The information students learn in my classroom is meant to be shared with families, communities and anyone interested in learning. What good is learning if the information cannot be shared? Throughout the school year students will be encouraged to sponsor and contribute to happenings in the school and community. It is my hope that student’s will share their passions with everyone they encounter.
As the classroom teacher it is my duty to provide a rigorous curriculum and opportunities for all students to reach their fullest potential. All students will be held to the highest academic standards. In my classroom, there will be a heavy emphasis on reading, writing and math, as they relate to science. Cross content knowledge and collaborations with other teachers in the school and around the community will be used as much as possible. Field trips and other real world experiences will be a part of the learning environment. As the teacher, I pledge to try my hardest to make the science current, the learning meaningful and applicable to everyday life.
Overall, students are expected to challenge themselves mentally, participate in classroom activities and increase their knowledge base. Any student, parent or member of the community is encouraged to contact me with questions or concerns regarding the content, curriculum and methods of my classroom. I am willing to answer questions and include everyone in the learning the process. I ensure you that as the classroom teacher I am committed to staying abreast of new scientific developments, technology and teaching methods. I hope the learning process never stops for the students, the entire community and myself.
Rationale Synthesis
Memorable teachers have a rationale or teaching philosophy that guides them to develop a learning environment that has a lasting impact on many of their students. The characteristics of such a learning environment could take years to refine in the face of many obstacles and negative pressures. Your guiding vision is an essential beacon for growing as a teacher!
How does a teacher develop a durable vision of his or her teaching. You were asked to reflect on what inspired you to teach and begin working on this vision in the first weeks of EDC 430. After observing your CT's classes, you were asked to refine this vision again at the end of the Fall semester. Now that you are a more experienced classroom teacher and are preparing to compete for a science teaching position, it is a good time to reflect on your observations and experiences that occurred over the year and refine and clarify your vision by considering these questions:
I want to be a teacher that is continually committed to change and improvement. To often I see teachers become stagnant and refuse to change. I don't want to be that teacher. I want to keep abreast of new technologies and incorporate the new strategies into my lessons. The lasting impact I want to have on my students is to have them seek out new science information and be inspired to think of meaningful questions. As a new teacher in a new job I would love to be able to stay organized and ahead of the game. If I could plan ahead with my lessons it would allow me flexibility to make adjustments on short notice and reflect on my teaching. I would love to convey learning environment that is supportive and nurturing. I also want to project an environment of success and hardwork. Hard work is the key to success and i want students to know that if they work hard and try they will see results.
To prepare for this task, I have assembled some of your writings and observations along with your current teaching rationale. After considering these past writings, you can refine your rationale by clicking on the little "edit" button on the right side of the last section at the bottom of this page. If it is no longer applicable, you may choose to delete or update your iBrainstorm graphic if it is still at the bottom of your rationale statement.
Observe a laboratory activity or base your answer on past visits. How does your CT conduct a typical laboratory activity? How does he or she open the activity and organize student groups? How do students learn what they're expected to do during the period?
Reflect on your reading about inquiry and your experience with the NECAP inquiry task. How did the laboratory activity you observe prepare students for the type of activities that might show up on the NECAP in the future? What inquiry elements would you strengthen? What science practices do you want to stress when you're teaching?
Observe
The students in my class sit at lab tables instead of desks. Each table has four to five students. At each table, the students have a lab partner. This is the person they are assigned to do labs with. This is convenient because the students do not have to move to get in groups or pairs. To open the lab, my CT asks the students to about what they have been studying. Then, my CT asks them a few questions about photosynthesis, respiration and how that relates to aquatic plants. Next, she passes out the laboratory worksheet and goes over it. This is the worksheet the students will need to complete while doing the lab activity. Today’s lab activity is setting up the aquatic eco-columns. The students have to set up the columns and make detailed observations and write them down on the worksheet. The students will then go back and make a second set of observations in one week to see if anything has changed. To start a lab activity, the CT has the instructions for the lab posted on the front board on large poster size sticky notes. The CT goes over the directions out loud with the students making sure everyone understands what they are doing. My CT has previously set up stations for materials the students will need to come get. Once the directions are finished, the students are allowed to begin the experiment.
Reflect
The students loved this activity. The thing they loved most about it, was naming their fish. It was hilarious. While the activity was engaging and fun, it was not a great example of an inquiry-based lesson. The students followed a strict prescribed set of directions. Also, the worksheet they had was simple and only asked the students to draw and make observations. These are important skill that students should learn, but there were no questions connecting the lab to photosynthesis or respiration or food webs. This lab was not a good example of an inquiry type activity that may show up on the NECAP. If the students were asked to interpret or explain something, then it would have been better practice. This lab could have been strengthened, if the student had made quantitative measurements for their fish and plants. Then, if the students had to check those measurements over the course of the unit, they could make graphs and interpret data. Overall, I think there are many ways to incorporate the collection and interpretation of data in this type of experiment.
In this observation, pay attention to how your teacher manages his or her classroom. What types of disruptions, if any, occur while you're visiting? How do they set the class in motion? How do they deal with interruptions (from the outside) and disruptions (from their students)? Determine whether there are students in the classes that you will teach that are especially troublesome. Ask your CT how he or she addresses these students' needs. Reflect on your "vision" of an ideal science classroom. What classroom policies will you try to implement in YOUR classroom? How does your vision align with your teaching philosophy?
Observation
When visiting my classroom, I rarely notice any major disruptions. Many of the disruptions that occur are from the students with documented ADHD. They act out or shout out when they are supposed to raise their hand. The teacher usually addresses these types of disruptions when they occur. My CT usually redirects the student or if the disruption keeps happening she has them take a movement break. During a movement break, the student is allowed to take one lap around the pod hallway. The shouting out disruptions or interruptions mainly occur when the teacher is trying to have a class discussion. These students want to participate, but have a hard time doing so in an appropriate manner. One day, the power went out in the entire building. The students had a very hard time staying on task. The teacher recognized this and eased up on the lesson. She talked to the kids about what was happening and told them not to worry. Then she tried to get them back on task as best she could and continued with the lesson.
Reflection
It is hard to maintain control during a disruptive event. I was impressed by the way my CT handled the power outage. She calmly addressed the issue, but did not make a big production out of it. I think it was important to talk to the students about what was going on because if she had just tried to ignore it that would not have worked. I think it is important as a teacher to project calmness and be rational even when you are not sure what is going on. As for the disruptions due to students acting out, I think my CT does an excellent job in handling the students. Usually, a redirection is all the student needs. I have also seen my CT pull a student out into the hallway for a conference. Although, she only does this if the students are busy working in groups. She would not stop a class or lecture for a hallway conference. I agree with this mode of discipline. My CT has also done an excellent job of pointing out who may be the problem students when it comes to student teaching. She advises to tell the student to "stop" or “ now is not the time” as a response for misbehaving students. Also, if students shout out answers or are disruptive during a lecture she told me to tell them, “if you have response please raise your hand.” If the disruption keeps occurring, my CT advises having the student take a walk around the pod for a movement break. This is a last resort option. I like and respect my CT’s management style. I will continue to use it when I have a classroom of my own.
In The Passionate Teacher, Ron Fried describes the Game of School (GOS) as what happens when teachers and students forsake intellectual work and instead engage in their classes as rituals. Take this opportunity to consider this chapter in light of some of the other experiences that you've had this semester. What elements of the game of school are you seeing in your placements? How have you seen teachers fight the game of school in their classes? What similarities, if any, did you see between the descriptions of American classes in the Teaching Gap and the Game of School? Finally, what impact will this description of the GOS have on your own approach to teaching as expressed in your teaching philosophy?
Observe:
In my placements I have seen the game of school practiced often. First, at least 2 times I have observed my students watching movies. One related to the content, the other just for fun. It was bribe. If the students worked hard on their test, they were rewarded with a movie. Another game of school move I have seen is students doing worksheets and answering questions out the chapter review as the main way to learn content. Also, I often see the advisory period used mainly as a study hall/ chat with your neighbor time. Also, my CT told me that Fridays weren't good days to observe because " I won't see any great pedagogical techniques being used", code for friday I don't teach. I don’t really see my CT fighting hard again the game of school. Sometimes, my CT plans really cool demonstrations that engage the student. This really works to grab the students’ attention.
Reflect:
Observing the game of school in action makes me see how bored and disinterested the students are in the subject. When I see the game of school approach, my mind immediately leaps to what I would do differently in this situation. It has also made me realize that it takes much more hard work to make biology as a subject fun and really engaging during the beginning months where there is a lot memorization. I can see why many teachers just stick to the text and try to push through it. It is hard to make learning the parts of a cell, relevant to teenagers’ lives. I realize that if you really want to make learning meaningful and fun you need to work extra hard. Also, I’ve realized it hard for teachers to realize when they are getting burnt out. It takes a unique and reflective individual to realize when they need to switch it up or make a change.
- What are some of the rules you will try when you are a teacher full time?
I like the idea of posting intrinsic motivation rules. I think rules that remind the students to keep at it and to strusink oKay. I also think basic ground rules are a good thing to go over at the start of the year and periodically through out the semesters.- How do you react to the definitions and guidelines for engaging students?
I like the definitions and popped lines for engaging students. Unfortunately, I don't think it is possible to always have the most engaging lessons with standardized testing monopolizing the direction of the lessonsIm using lots ofvideo clips and relatable material. To disengage, I lecture at the students. I try to make the lectures as engaging as possible, but I think sometimes I fall short. Hopefully, overtime I hope to improve in this area
You make some interesting point about the possibility of using rules to foster intrinsic motivation. How would you do this? What other common teaching practices would you change to align your teaching with the (generally unusual) goal of fostering intrinsic motivation? What characteristics of standardized testing to you see as being inconsistent with engaging your students? If you are "covering" and students aren't engaged in learning activities (e.g. they are just taking notes), then how is this preparing Ss for the tests? What types of activities do you use to engage your students using videos? What does this engagement look like. (Sidenote: Please develop the habit of correcting your typos.) -
Revise YOUR TEACHING RATIONALE BY CLICKING ON THE EDIT BUTTON BELOW
Ms. Schneider's Philosophy on Education
As a teacher, I believe it is important for students and parents to know what type of learning environment they will experience. In my classroom, creativity, compassion, and respect are emphasized. Moreover, students are empowered to become life-long learners, and productive members of society.
As the classroom teacher, I will ensure students are supported and encouraged to develop as individuals. Students are going through a critical developmental stage while they transition through grades six to twelve. Therefore, part of being a teacher is to allow students to express themselves in a way that is unique to them. In my science classroom, students will have the opportunity to develop their own research projects, and creatively figure out solutions to the problems they encounter. I will show students how to think “outside the box” and encouraged them to look at the world through a new scientific lens.
In most cases new and unhinged ideas are often quieted and discouraged. In my classroom, this will not be the case. As the classroom teacher, will foster a safe learning environment free of discrimination for all students. Student’s opinions, beliefs, and ideas will be challenged in a respectful and safe manner free. Students will be required to participate in debates and other written or oral banter. Students are encouraged to look at their own opinions, beliefs, and ideas critically. Students will also be encouraged to factually support and defend all statements.
Additionally, as the classroom teacher, I will encourage students to participate as active members of the community and a democratic society. The information students learn in my classroom is meant to be shared with families, communities and anyone interested in learning. What good is learning if the information cannot be shared? Throughout the school year students will be encouraged to sponsor and contribute to happenings in the school and community. It is my hope that student’s will share their passions with everyone they encounter.
As the classroom teacher it is my duty to provide a rigorous curriculum and opportunities for all students to reach their fullest potential. All students will be held to the highest academic standards. In my classroom, there will be a heavy emphasis on reading, writing and math, as they relate to science. Cross content knowledge and collaborations with other teachers in the school and around the community will be used as much as possible. Field trips and other real world experiences will be a part of the learning environment. As the teacher, I pledge to try my hardest to make the science current, the learning meaningful and applicable to everyday life.
Overall, students are expected to challenge themselves mentally, participate in classroom activities and increase their knowledge base. Any student, parent or member of the community is encouraged to contact me with questions or concerns regarding the content, curriculum and methods of my classroom. I am willing to answer questions and include everyone in the learning the process. I ensure you that as the classroom teacher I am committed to staying abreast of new scientific developments, technology and teaching methods. I hope the learning process never stops for the students, the entire community and myself.